Squires Megan, Cutrer-Párraga Elizabeth A, Morris Jared R, Miller Erica Ellsworth, Hansen Blake D
Brigham Young University - Counseling Psychology and Special Education, Provo, UT USA.
Brigham Young University-Marriott School of Business, Provo, UT USA.
Behav Anal Pract. 2024 Oct 17;17(4):1033-1049. doi: 10.1007/s40617-024-01009-w. eCollection 2024 Dec.
This Multiperspectival Interpretative Phenomenological Analysis (MIPA) delves into the nuanced experiences of 20 special education teachers across severe, mild to moderate, and early childhood backgrounds collaborating with Board Certified Behavior Analysts (BCBAs) in school settings. While identifying facilitators and barriers to this collaboration, the study sheds light on factors that contribute to a breakdown in rapport between teachers and BCBAs. Notable challenges include perceived condescension, feelings of blame for intervention shortcomings, and receiving recommendations deemed non-feasible or impractical. Despite these hurdles, special education teachers acknowledge the expertise of BCBAs and value their contributions. The study underscores the imperative for enhanced collaboration, communication, and mutual understanding between BCBAs and special education teachers to effectively support students exhibiting challenging behaviors in diverse school settings. Recommendations include BCBAs incorporating teacher-focused measures of social validity to foster a more collaborative and supportive partnership and tailoring BCBA training to address specific challenges encountered within educational settings.
这项多视角解释现象学分析（MIPA）深入探究了20名来自重度、轻度至中度以及幼儿教育背景的特殊教育教师在学校环境中与行为分析师委员会认证行为分析师（BCBAs）合作的细微体验。在确定这种合作的促进因素和障碍时，该研究揭示了导致教师与BCBAs之间融洽关系破裂的因素。显著的挑战包括感觉到的居高临下、对干预缺陷的责备感，以及收到被认为不可行或不切实际的建议。尽管存在这些障碍，特殊教育教师认可BCBAs的专业知识并重视他们的贡献。该研究强调了BCBAs与特殊教育教师之间加强合作、沟通和相互理解的必要性，以便在不同的学校环境中有效支持表现出具有挑战性的行为的学生。建议包括BCBAs纳入以教师为重点的社会效度衡量标准，以培养更具合作性和支持性的伙伴关系，并调整BCBA培训以应对在教育环境中遇到的特定挑战。
